The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda

Autores/as

https://doi.org/10.17583/ijelm.2019.3534

Palabras clave:


Descargas

Resumen

The study examined the relationship between the secondary school head teacher’s leadership role in delivering the much needed integrative quality education in Uganda. The specific objectives were; (i) to establish the relationship between the head teacher’s leadership role concerning the aspects of routine administration and management of the school as well as personal development and professionalism and the school’s ability to realize integrative education; (ii) to analyze the relationship between the head teacher’s role in the technical aspect of equipping school labs and the library and school’s ability to realize integrative education; (iii) to analyze the relationship between the head teacher’s role in monitoring of teaching and curriculum coverage and the school’s ability to realize integrative education; and (iv) to analyze the relationship between the head teacher’s role in community engagement and the school’s ability to realize integrative education. It also sought to determine the overall the effect of the head teacher’s leadership role on the school’s ability to realize integrative education. Results reveal that; (1) there is a significant and positive relationship between the head teacher’s leadership role of routine administration of the school and the school’s ability to realize integrative education [r = .927**, p < 0.0001]; (2) there is a significant and positive correlation between the head teacher’s leadership role in equipping school labs and the library and the school’s ability to realize integrative education [r = .701**, p < 0.0001]; (3) there is also a significant and positive correlation between the head teacher’s leadership role in monitoring of teaching and curriculum coverage and the school’s ability to realize integrative education [r = .916**, p < 0.0001]; (4) there is a significant and positive relationship between the head teacher’s leadership role in community engagement and the school’s ability to realize integrative education [r = .637**, p < 0.0001]. As a result, the multiple regression model revealed that there are three (3) significant roles of the head teacher that once performed have a direct effect on enhancing integrative education in the school which are; (i) Routine administration and management of the school (β = .375, t = 2.636, p < 0.10); (ii) monitoring teaching and curriculum coverage (β = .569, t = 4.119, p < 0.0001); and; (iii) Community Engagement (β = .275, t = 1.692, p < 0.094). therefore, despite the general current trend for head teachers to upgrade their professional and personal development, this negatively correlates with the need to realize integrative education [r = -.174, p < 0.065] and its effect from the regression results was also negative and significant (β = -152, t = -2.953, p < 0.004) implying that engaging in personal development directly helps the individual as a person and therefore secondary school head teachers are expected to put strong emphasis on routine administration, community engagement and the monitoring of teaching and curriculum coverage in order to realize the required integrative education which encompasses student knowledge application, acquisition of life career skills and innovation skills.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Kaziba Abdul Mpaata, Islamic University in Uganda

Professor in the Faculty of Management Studies

Zaid Mpaata, Makerere University Business School

Lecturer

Referencias

Barr, R.B., and Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(1), 12 - 25.

Google Scholar Crossref

Braunger, J., and Hart-Landsberg, S. (1994). Crossing Boundaries: Explorations in Integrative Curriculum. Portland, Oregon: Northwest Regional Educational Laboratory.

Google Scholar Crossref

Chrappán, M. (2009): A természettudományos tantárgyi integráció - http://www.ofi.hu/tudastar/testveri-tantargyak/termeszettudomanyos

Google Scholar Crossref

Day, C., and Sammons, P. (2016). Successful school leadership. Education Development Trust: Highbridge House, Reading, Berkshire.

Google Scholar Crossref

Dupoux, E., Wolman, C. and Estrada, E. (2005). Teachers’ Attitudes toward Integration of Students with Disabilities in Haïti and the United States. International Journal of Disability, Development and Education, 52(1), 43-58.

Google Scholar Crossref

Epstein, J.L., and Sanders, M.G. (2006). Prospects for change: preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81–120.

Google Scholar Crossref

Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.

Google Scholar Crossref

Johnson, L.S. (2001). The Practice of Integrated Education in Northern Ireland: The Teachers’ Perspective. Research report submitted to Northern Ireland Council for Integrated Education, Belfast, NI.

Google Scholar Crossref

Kay, K. (2010). 21st century skills: Why they matter, what they are, and how we get there. In Bellanca, J., & Brandt, R. (Eds.), 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.

Google Scholar Crossref

Klein, T.J. (2005). Integrative learning and interdisciplinary studies. Peer Review, 7, 8-10.

Google Scholar Crossref

Kwek, S.H. (2011). Innovation in the Classroom: Design Thinking for 21st Century Learning. (Master’s thesis).

Google Scholar Crossref

Leonard, B.J.B. (2007). Integrative learning as a developmental process: a grounded theory of college students’ experiences in integrative studies. Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park.

Google Scholar Crossref

McWilliam, E. (2009). Teaching for Creativity: From Sage to Guide to Meddler. Asia Pacific Journal of Education, 29(3), 281 – 293.

Google Scholar Crossref

Nakazibwe, V. (2011). An Assessment of the Status of Arts Education in Uganda. Uganda National Commission for UNESCO.

Google Scholar Crossref

Newton, J. (2002). “Views from below: Academics coping with quality”. Quality in Higher Education. 8(1): 39–61.

Google Scholar Crossref

Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, 63(1), 8–13.

Google Scholar Crossref

Pink, D.H. (2005). A Whole New Mind: Why right-brainers will rule the future. New York: Riverhead.

Google Scholar Crossref

Reeves, D B. (2004). Accountability for Learning: How Teachers and School Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Google Scholar Crossref

Reynolds D., and Teddlie, C. (2000). The processes of school effectiveness. International Handbook of School Effectiveness Research. Falmer Press, London, UK.

Google Scholar Crossref

Singh, R.R. (1991). Education for the Twenty-First Century Asia-Pacific Perspectives. Bangkok: UNESCO.

Google Scholar Crossref

Spremić, А. (2007). Integrativna nastava; Оbrazovna tehnologija; 1-2;74-77.

Google Scholar Crossref

Sushila, B. (2004). Management and Evaluation of Schools. Nairobi: Oxford University Press.

Google Scholar Crossref

Taylor Huber, M., and Breen, M. (2006). Integrative learning: Putting the pieces together again. Retrieved, from http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=2251.

Google Scholar Crossref

Tomlinson, H. (2004). Educational Leadership. Personal Growth for professional Development, Paul Chapman, London, UK.

Google Scholar Crossref

Vasquez Heilig, J. & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis. 30(2), 75-110.

Google Scholar Crossref

Yukl, G.A. (2002). Leadership in Organizations. 5th ed. Upper Saddle River, NJ: Prentice Hall.

Google Scholar Crossref

Zhao, Y. (2009). Catching Up or Leading the Way. Alexandria, VA: ASCD.

Google Scholar Crossref

Descargas

Publicado

2019-07-16

Almetric

Dimensions

Cómo citar

Mpaata, K. A., & Mpaata, Z. (2019). The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda. International Journal of Educational Leadership and Management, 7(2), 203–230. https://doi.org/10.17583/ijelm.2019.3534

Número

Sección

Artí­culos